{"id": 17}
Given→The givenDET diagram visualize→demonstratesVERB the proportion of ∅→theDET population aged 65 and over in Japan , Sweden and the United States from 1940 to 2040 . In all of the countries , the proportion was growing rapidly during the ∅→XXthNOUN century , with Japan being an exception , where it was stable from 1940 to 1980 , decreasing slightly from 5 % to about 3 % in 1960 . After a stable period , we see a huge incline→increaseNOUN that would occur in Japan from 2020 to 2040 . About a third of a→the theDET ∅→JapaneseADJ population would→is going toVERB be aged 65 and over in 2040 ,→-PUNCT⚠️ compare that to below 5 % part in 2000 . ∅→TheDET USA , however , had ∅→aDET bigger part of old→elderlyADJ people throughout the ∅→XXthADJ century , having 10 % in 1960 and even 15 % in 1980 , but the overall part→percentageNOUN would→is expected toVERB be below ∅→that of theOTHER Japanese in 2040 , whew→whenSPELL 25 % would→are going toVERB be 65 and older . ∅→The graph forOTHER Sweden chart→∅NOUN is almost equal to ∅→that ofOTHER the US→USAMORPH one→∅OTHER , ∅→theDET only big discrepancy is 20 % in 2020 in Sweden versus below 15 % in the US . Overall , we can see a strong tendention→tendency for theOTHER that→theOTHER population is→toVERB:TENSE getting→getVERB:FORM older at a whole with time in these countries .

{"id": 18}
I strongly disagree with the given assumption , i→IORTH do n't even think that gender equality should be a principle at all . In my opinion , there are a lot of gender specialized spheres , and i→IORTH think , that this specialization is based on basic biological and social differences between males and females . Throughout the history , men and women were→haveVERB always distinct→distinguishedMORPH male jobs from female jobs , an→andSPELL the reason was nor the stereotypes , but biological features . At→OnPREP a→theDET whole , men are more physically developed , and ∅→women areOTHER more capable of doing a repeatable→repetitiveADJ machanical→mechanicalSPELL work ∅→whichDET is much easier for them , such a clothing→as making clothesOTHER is . To specialize→SpecializingVERB:FORM on a type of work you 're best at , is the most efficient way to organise society . Social aspect also helps with specialization , for example , barbers are more frequently women than men , because fashion is their sphere of interest . However , there always are deviations , and we must wespect→respectSPELL them , ∅→soCONJ if a woman wants to become a mathematician , and has skills in math , we should never limit her ambitions . Some→Same The sameOTHER with a mon→manNOUN who wants to become specialist in fashion . If universities ever would→were toVERB count gender as a decisive factor , the whole education system would be broken ∅→,PUNCT⚠️ in my opinion . Why would a girl student care about the exams while she can go into the elite tech colleges , and be accepted only because she is a girl , and a→that meansOTHER gender equality heeds to be strained . All organizations , from my point of view , should never care whether ∅→a aDET studen→studentSPELL or employee or a candidate is a→∅DET male or a→∅DET female . Only→The onlyDET thing that really matters is their personal skills and dedication . Maybe this way we will miss→lackVERB a gender equality , but we will achieve a much more important thing , ∅→equality forOTHER the→allDET people equality→∅NOUN .

{"id": 19}
The graph presents data velaiting→on the percentageOTHER to→ofPREP population of 65 and over aged . The hovirontal→horizontalSPELL line shows years ∅→of the observation periodOTHER and the vertical line shows ∅→theDET percentage . From the graph it can be noted that the proportion of the population aged 65 and over increases from 1940 to 2040 years→∅NOUN in all countries ,→∅PUNCT⚠️ which are presented . The number of periods ,→∅PUNCT✅ when ∅→theDET percentage falls down is not big . These periods are in 1940 - 1960 years→∅NOUN in the USA ; in 1980 - 2020 years→inOTHER inJapan→JapanSPELL ∅→,PUNCT⚠️ and the period between near 2015 and 2030 in Sweden . It should be mentioned that diagramm→the the graphOTHER shows ∅→aDET great increase of→inPREP the population aged 65 and over in ∅→theDET shord→shortSPELL period of time in Japan between 2030 and 2035 years . The percentage of population develops in equal→the sameOTHER way in the USA and Sweden from 1940 to 1990 and it consist→wasVERB 9 percent and 7 percent ∅→correspondinglyADV . In 2040 years→∅NOUN the percentage of the population ranges→is expected to rangeVERB:FORM between 22 and 28 percent in these countries . To sum up it should be understended→understoodSPELL from the graph that ∅→theDET percentage of the population aged 65 and over grows and there are no pics here . But between some years there are small decreases of→inPREP the population .

{"id": 20}
The number of male and female shoulb→shouldSPELL be equal in every subject in→atPREP universities . There are different oppinions→opinionsSPELL on this topic . Some people agree with this when→whileOTHER others give many reasons and present disadvantages of proportional position . I agree with position→the the opinionOTHER about→ofPREP accepting equal numbers of male and female ∅→studentsNOUN . I think universities should practise this . First of all , in that situation all of→∅PREP students should→wouldVERB:TENSE feel better ,→∅PUNCT✅ than in the situation ,→∅PUNCT✅ when in ∅→aDET class there are more girls or boys . In different scientific articles or materials it can be founded→foundMORPH ,→∅PUNCT✅ that male→menOTHER and female→womenNOUN has→haveVERB:SVA different types and strategies of thinking . I think ,→theOTHER proportional system of students can helps→helpVERB:FORM to understand for person both strategies of thinking , look→of lookingOTHER at the same problem in different ways . Fuithermove→FurthermoreSPELL , it is ∅→aDET useful skill not only for studding→studyingVERB process , but also for life and work . Moreover , it should be noted that ∅→the theDET number of male and female students influence→influencesNOUN:NUM behavior . For→Speaking fromOTHER my own experience ∅→,PUNCT✅ I can make comparison→a a conclusionOTHER that choising→choosingSPELL ∅→theDET proportional system in education is really very important part . For example :→,PUNCT✅ in my school I ∅→wasVERB:TENSE educated in the→aDET class of girls . ∅→OnlyADV Only when I was in ∅→theDET 10th class→grade grade gradeNOUN ∅→did didVERB:TENSE the situation changes→changeVERB:SVA some girls feel→feltVERB:TENSE uncomfortable and their behavior became worse that→thanPREP it was earlier . The next reason ∅→isVERB:TENSE related with→toPREP ∅→theDET competition between male and female ∅→studentsNOUN . Nowadays , it is not ∅→aDET secret that girls become better in some ways of life than boys . For example , girls move ∅→moreADV attentivly→attentivelySPELL than boys , they ∅→areVERB ready for→toPART help in higher way→moreOTHER . But also not all people agree with this extent . So the competition can gives→giveVERB:FORM objective results for students , professions and reseavehes→researchersSPELL . Also it is→constitutesVERB ∅→theDET reason for self - developing→developmentMORPH . In conclusion , I would like to say that universities make ∅→theDET right choise→choiceSPELL ,→∅PUNCT✅ when ∅→theyPRON accept equal number→numbersNOUN:NUM of male and female ∅→studentsNOUN in every subject , but it is not availible→availableSPELL now , case of→becauseOTHER the general population of male→menOTHER and female→womenOTHER is not the same .

{"id": 22}
Different social movements what right for dender→genderSPELL equality becomes→becomeVERB:SVA more and more popular . They try to get the same treatment in every field of live→lifeNOUN . Sometimes buch→bookNOUN activity leads→makesVERB sertain→certainSPELL in a→∅OTHER ividuals→individualsSPELL to think that even educational programs of every subject should provide the same number of students of both sexes . Personally , I can not agree with that→thisDET statement . There is no doubt , that people of every social groups→groupNOUN:NUM should be equally presented in every social institution . Women must be able to elect and be elected as men individual . There must be no discrimination during biring→beingSPELL at work according to gender and other carachteristics→characteristicsSPELL which are→doVERB not correspond to profecssional→professionalSPELL qualities . Every person in Russia and in any ather→otherSPELL country has ∅→aDET constitiunal→constitutionalSPELL right for getting ∅→anDET education . And restriction of this right is unacceptable . To my mind , there is→areVERB:SVA no reasonable arguments→argumentNOUN:NUM for limitting→limitingSPELL the number of students due ∅→toPREP their gender . More over→moreoverORTH , such ∅→anDET idea can be resulted in grave consequences . For instance , if we destlict→depriveVERB someone in→ofPREP their right for ∅→aDET higher education it can cause the termination of woman development as personality . In our modern society , where personality always comes first→,OTHER for such individuals→thereOTHER will be no place ∅→for such individualsOTHER and they will be more likely to become criminals or other not preferable elements . At the some→sameSPELL time , it can be argued ∅→,PUNCT⚠️ that to much freedom in higher education has negative impact on other lower levels . It can be true , but , to my mind , there thust→mustSPELL be some other revags→leveragesSPELL to make not→nonSPELL - high professional education attractive for students . To sum it up , I would like to say that the idea of acceptance→acceptingMORPH the same amount of male students as a→∅DET female in university seems to has→makeVERB no sense . Obviously , there is no any convicnt→convincedSPELL reason to mare→makeVERB it possible , because all the→∅DET people should be provided agrith→withPREP equal rights , especially with fundamental ones . And ∅→theDET right for education is among them .

{"id": 27}
The diagram presents a population of people→∅OTHER 65 and over years old since→fromPREP 1940 to 2040 in Japan , Sweden and ∅→theDET USA . According to the diagram , a total percent→percentageMORPH of people 65 and over years old in three countries risen→is to riseVERB:FORM from 5 - 8 % in 1940 to 23 - 27 % in 2040 . The graph also shows that the lowest proportion of population aged 65 and over in USA and Sweden was in 1940 ∅→,PUNCT⚠️ while the lowest proportion of population aged 65 and over in Japan ∅→remained remained remainedVERB was→asSPELL continning→continuingSPELL from 1960 to 1987 . Moreover , there are more differences betwen→betweenSPELL the Sweden→SwedishOTHER and USA→AmericanOTHER line 's→linesNOUN:POSS behavior and the Japanese line 's behavior than between ∅→the lines forOTHER Sweden and ∅→theDET USA ∅→theDET lines . For example , they have similar periods of rising ( 1940 to 1965 , 1965 to 1985 , 2030 to 2040 ) and similar→the sameOTHER period of felling→fallingSPELL ( 1985 to 1990 ) . There→ItPRON also must be mentioned that Japan was→is expected to beVERB:FORM on the 3rd place , according to the graph , till 2030 ∅→,PUNCT⚠️ when Japanese→∅ADJ line ∅→of JapanOTHER took→will takeVERB:TENSE ∅→the theDET 1st place ∅→concerning the percentage of the elderlyOTHER . The proportion of population aged 65 and over in ∅→theDET USA was the highest in 1940 ∅→,PUNCT✅ while in 2040 it is ∅→expected to beVERB the lowest . The average proportion→percentageNOUN of population aged 65 and over in three countries risen→is to riseVERB:FORM from 7 % in 1940 to 25 in 2040 . Thus , the percent→percentageMORPH of people 65 and over years old→years old and overWO has→isVERB:TENSE rapidly→predictedVERB increased→to increaseVERB:FORM ∅→rapidlyADV during the century from 1940 to 2040 .

{"id": 28}
Some people believe that there must be as much female students as male students in every subject . In comporison→comparisonSPELL with ∅→theDET middle→MiddleORTH - ages→AgesPUNCT⚠️ , it could be said that women have as much rights as men , or even more . For example , they have the right for freedom , for voting , for education and etc . However , they want more and more - in some countries women want to get as much places in government as men , or enforce→forceVERB universities to accept equal numbers of male and female students . To my mind , the last position is not righ→rightSPELL at all - it sounds like a→∅DET feminism . Firstly , I suppose that every person should has→haveVERB:FORM equal chances to be accepted in university or in school . And the decision of acceptance must be more on the basic→basisMORPH of knowledge , not on the male→genderNOUN of a student . I mean that only clear , hard - working and open - minded students should be accepted . And in this situation there are no differences between girls and boys - they are equal . Secondly , not every subject is suitable for female students . For example , IT technology or engeneering→engineeringSPELL are more suitable for boys then→thanSPELL for girls . However , that does n't mean that female students should n't be accepted for these courses - if they have enough knowledge and intention to study these subject→subjectsNOUN:NUM why do→shouldVERB:TENSE n't they be accepted ? Thus , there must be no borders between male and female students in question of acceptence→acceptanceSPELL in universities and it 's better to give them equal chances and equal rights then woke these borders .

{"id": 29}
The graph illustrates the proportion ∅→ofPREP the population aged 65 and over between 1940 and 2040 . Also , the graph includes the data about three different countries : Japan , Sweden , ∅→theDET USA→U.S.ANOUN . It includes information during 100 years . The first→FirstlyOTHER , it is necessary to note that the peak of ∅→theDET proportion is in→∅PREP between 2000 and 2020 , and it is 20 % for Sweden . Moreover , it is maybe→possibleADJ to add that the proportion is slighly→slightlySPELL dicrease→decreasingSPELL , and after ∅→thatDET it goes up sharply . And we can see the maximum of the proportion in 2040 for Sweden . Moreover , other countries have the maximum of the proportion of the population aged 65 and over in 2040 , and it is about 25 % . On the other hand , the minimum of proportion the countries had→wasVERB in 1940 , which was about 5 - 10 % . The second→SecondlyOTHER , the graph clearly shows that the proportion of Japan was not very high , but gradually it begin→beganVERB:TENSE to grow ∅→,PUNCT⚠️ and we can see between 2020 and 2040→∅OTHER how the proportion→percentageNOUN sharply grows→increasesVERB up→percentage 2020 increasesOTHER , and in 2040 it is ∅→expected to beVERB about 27 % , that→which isOTHER more that→thanSPELL ∅→inPREP other countries . The proportion of the ∅→elderlyADJ populations→populationNOUN:NUM in Sweden and ∅→theDET USA are→isVERB:SVA almost equal , although there is considerable growht→growthSPELL between 2000 and 2020 . Overall , we can see that Japan has the most significant changes comparing→comparedVERB:FORM with ∅→theDET USA and Sweden .

{"id": 30}
Nowadays , in universities a lot of students are studied→studyVERB:TENSE . Students , as a rule , do n't like any restrictions for them , because they think that they do n't need it→themPRON . What about equal numbers of male and female students in every subject ? Should universities do it ? I 'm sure that they do n't do it and there are two main reasons of→forPREP this : an own choice and a problem for universities . The first reason , why universities should not acept→acceptSPELL equal numbers of male and female students in every subject is that students should do→makeVERB their own choice without any opinions and restrictions . If a student wants to study a subject ,→∅PUNCT⚠️ where there is not a place for him or her , so it is ∅→aDET problem . She or he ca n't to→∅VERB:FORM get a good education , because she or he don→doesVERB not get a place→placementMORPH for studying . For example , last year my brother dod→didSPELL not get a place in subject ,→∅PUNCT✅ which he wanted to study , and now he don→doesVERB:TENSE not enjoy studying absolutely . The second reason why I do'not→do n'tOTHER agree with the topic is that , if universities should accept equal members , so it can make some problems . For instance , there are situations ,→∅PUNCT✅ when a lot of students want to study one subject , and other small group of students wants to study other subjects , so ∅→theDET problem is how to destingrush→distinguishSPELL places of subjects equally . It is necessary to understand that it should be fair . To conclude , I believe that universities should not accept equal numbers of male and female students in every subject , because students should make their own choice , and this situation should not be a problem for universities .

{"id": 32}
Higher education is an important part of our modern life . Both men and women can get it . In comparison with the past there is no problem for any person to enter→enroll inOTHER the→aDET university . All you need is to have good knowledge to pass the exams and maybe some extra skills ( for example , if you want to be a fireman you should keep fit to be very strong ) . Some people believe that the amount of male and female ∅→studentsNOUN in universities should be the same for every subject . The main argument for this point of view is that everybody are→isVERB:SVA equal in their rights that is why the opportunities should be the same . The second argument may be that in such ∅→aDET situation ,→∅PUNCT⚠️ when the amount of male and female students in every faculty is equal everybody will ful→feelSPELL comfortable because there will not be a majority of girls , for instance , and it will be easier for everybody to communicate and find friends . Critics of this position say that not all professions are able→suitableADJ for both man→menNOUN:NUM and woman→womenNOUN:NUM . There are a lot of examples of occupations where the majority of successful persons→peopleNOUN is→areVERB:SVA only male : soldier , fireman , builter→builderSPELL , ect→etc .OTHER . In such areas ∅→aDET✅ worker should be strong enough . Women can not choose these professions , be satisfied with such ∅→aDET job because of her→theirDET ability to born→bearVERB:FORM ∅→aDET new life . It would be bad for society if woman→womenNOUN:NUM work→workedVERB:TENSE in bad conditions , have→hadVERB:TENSE ∅→aDET job which is dangerous for her→theirDET health . That is why it is impossible to accept the same numbers of male and female students in every faculty . From my point of view , the main criteria for university ∅→whetherPREP to accept ∅→a aDET person is an independant→independentSPELL exam which shows the level of knowledge and some skills which are necessary for this kind of profession . I do n't believe that it is important if you are male→a manOTHER of female→or a womanOTHER . In conclusion I would like to say that discrimination is not good but in a case of higher education there should be equal opportunities for everybody and it is not the same with equal numbers of men and women as a→∅DET students in every faculty in every→allDET universities .

{"id": 35}
The following graph provides a brief overview on→ofPREP the proportion of the population aged 65 and over on a time→inOTHER period between 1940 and 2040 in Japan , Sweden and the USA . Following the time line it can be said that in→FromPREP the 1940 ∅→'sNOUN:POSS till→toPREP 1950→1950sOTHER - es→∅OTHER the differences between all three countries were quite irrelevant→insignificantADJ . However , with→atPREP nearly 10 % the USA was dominating Sweden in→byPREP one and a half and Japan nearly twice times . Till the early 2000 - es→'sOTHER the situation was stable with a constant grow→growthMORPH of the valued→targetNOUN age group , whereas later Sweden shows a radical jump to over 20 % rate . By the→∅DET 2030 the tendency in all the three countries will be alike→similarADJ with the proportion reaching 20 % and further 25 % by the 2040 as predicted . The most rapid growth will be shown by Japan , which in recent years→initiallyOTHER kept below 5 % rate proportion and by the 2040 ∅→willVERB:TENSE stay in the same line with the rest countries a bit dominating them . To sum up , the graph particulates→showsVERB the variation of the general tendency of over 65 age group proportion growth . However , for the all three countries→∅NOUN presented ∅→,PUNCT⚠️ the forecast is the same with over 25 % proportion rate by 2040 .

{"id": 36}
The ament→∅OTHER University system does not include any gender barriers or obshtcles→obstaclesSPELL , however ∅→,PUNCT⚠️ there is a→anDET position that→opinionOTHER stayes→statesSPELL on→∅PREP the nessecity→needNOUN of→forPREP equaling→equalMORPH the→∅DET number→numbersNOUN:NUM of male and female student groups→studentsNOUN through out→inOTHER the University→universityORTH system . The question is whether it is a cure→solutionNOUN for→toPREP some urgent problem or blossom . To my mind there is no nessecity→necessitySPELL in such a change . The first reason is that current attendency→enrolmentNOUN system is enough liberalised→liberalised enoughWO . That means there is→areVERB:SVA no gender , racial or other social barriers while younger people attend→in studying in studying atOTHER any University , that would make→soOTHER the abilities→opportunityNOUN to get a→∅DET higher education shrinked→canVERB or→notOTHER abolished→be limitedVERB for some groups . The second reason is that equaling→equalMORPH the→∅DET numbers ∅→in no wayOTHER correlates→correlateMORPH with the fairness of getting the higher education→∅NOUN in→noOTHER noway→wayNOUN . While the rights of each gender group will be formaly→formallySPELL the same , factually that→in fact equal numbers of male and female applicantsOTHER will break→violateVERB the rights of the others that→those whoOTHER were→willVERB:TENSE not ∅→beVERB:TENSE accepted for the reasons they were unable→that the numbers of boys and girls haveOTHER to change or choose→be equalOTHER . The last reason that must be stated is that in some subjects there is→has traditionallyOTHER a→hasOTHER low ∅→percentageNOUN percentage of male or female students traditionally→∅ADV . That tradition is not even based on abilities or disabilities of each→eitherOTHER gender but ∅→onPREP some social patterns . Some natural or technic sciencies→sciencesSPELL are dominated but→by male students inOTHER the males→ratioNOUN on→ofPREP a→∅DET 20:1 ratio→∅NOUN , while on→inPREP some school teaching studies faculties→education departmentsNOUN there are no males→maleMORPH ∅→studentsNOUN at all . To conclude , equaling→equallingSPELL does→isVERB:TENSE not alwayes→alwaysSPELL tied with fairness . Some mechanic→Just observing equal numbers of applicants of etherOTHER equaling→equallingSPELL may not respond adequaly→adequatelySPELL to some issues especially when we are talking about human→theirOTHER choice in→ofPREP their→∅DET future ∅→lifeNOUN , but the main reason can→goalOTHER be avoiding→is to eliminateVERB unnessecary→unnecessarySPELL obstickles on the pooth→pathOTHER of→inPREP peoples ' choice ∅→currentNOUN✅ .

{"id": 37}
The represented graphic shows ∅→theDET information of→onPREP ∅→theDET changing proportions→proportionNOUN:NUM of polulation→populationSPELL 65→∅OTHER aged people→people agedWO ∅→65OTHER and over between 1940 and 2040 in Japan , Sweden and the USA . It is clear that the bottom level for Sveden→SwedenSPELL and USA→∅NOUN is→theOTHER taken→tookVERB:FORM place in 1940 , while japanese→for for JapanOTHER ∅→theDET lowest result corresponse→correspondsSPELL to 1980 's . Nevertheless ∅→,PUNCT✅ a→theDET peak of proportion for all of→∅PREP three countries is→willVERB:TENSE real→reallyMORPH held→beVERB in 2040 . Tendences→TendenciesSPELL of changing propontions→proportionsSPELL is→areVERB:SVA not so obvious but Sweden and ∅→theDET USA have→hadVERB:TENSE nearly the same situvoion→situationSPELL in part of graphic which represents ∅→theDET period from 1940 to 1980 . Percent→The percentageOTHER of ∅→peopleNOUN 65 aged→aged 65WO and over people is→steadilyOTHER steadly→steadilySPELL growing→∅VERB from 5 - 7 percent to 13 - 15 percent . At the same time ∅→inPREP✅ Japan had→itOTHER steady→steadilyMORPH decreasing→decreasedVERB:FORM from 5 to 3 percent . After that period , Fluctuation→the the the proportionOTHER of ∅→elderly people inOTHER every country has→∅VERB:TENSE changed . 142→InOTHER Japan and Sweden part→the the shareOTHER of ∅→the theDET elders→elderlyMORPH has grown up in period ∅→ofPREP between 1980 and nowadays , nevertheless ∅→, theOTHER USA keeps→has has maintainedVERB the same level . Inspite→in spiteORTH of this→theseDET facts , ∅→theDET graphic shows suggested ∅→theDET tendency of dramut : cully→dramaticallyOTHER increasing proportion for→ofPREP ∅→inPREP all of→∅PREP three countries . To sum up , Japan , Sweden and ∅→theDET USA have different situation→situationsNOUN:NUM in the past and the present , but in the future ∅→theDET proportion of ∅→theDET polulution→populationSPELL 65→∅OTHER aged persons→over 65OTHER will be nearly egual→equalSPELL ∅→in these countriesOTHER✅ .

{"id": 40}
Modern life seems to be unfair . We still face discrimination between men and female→womenNOUN in various spheres : it is particularly true for ∅→delete "OTHER the ∅→"PUNCT⚠️ education . Although I am convinced that manicind→mankindSPELL can not tolerate with→∅PREP discrimination between genders , I suppose ,→∅PUNCT✅ that setting up ∅→delete "OTHER the ∅→"PUNCT⚠️ equal numbers of male and female ∅→studentsNOUN in every subject is incorrect , because this approach would not take info account some important conditious→conditionsSPELL and will lead to greater discrimination . Throughout ∅→delete "OTHER the ∅→"PUNCT⚠️ history there has→haveVERB:SVA always been some subjects that appealed mostly ∅→toPREP males , while another→otherDET disciplines were attractive mainly for→toPREP females . History shows that ∅→,PUNCT⚠️ while ∅→menNOUN the→haveOTHER men ∅→have alwaysOTHER were involved→beenVERB in math or technical disciplines the→,OTHER women are→have beenVERB:TENSE mostly involved in art . For instance , according to the statistics in ∅→saint -OTHER Saint - Perersburg→PetersburgSPELL , State unuversity→universitySPELL on the Programme Engineering faculty , the number of male students in much more→higherADJ than ∅→the number ofOTHER female student number→studentsNOUN . Moreover , this order→theOTHER no→NoORTH doubt will→the proposed state of things of things wouldOTHER be unfair . It would humiliate than→theOTHER rights of both gender 's→gendersNOUN:POSS . For instance , if there is→wereVERB:TENSE only two girls ∅→whoPRON would like to go→applyVERB enter→forOTHER math faculty it means→would meanVERB:TENSE that only two boys can→couldVERB:TENSE learn math despite on→even thoughOTHER other pretendends→pretendersSPELL desiring→wantVERB to enter→study atOTHER this faculty . Otherwise→SimilarlyADV , if only three boys would decide to enter→decided applyVERB ∅→forPREP Foreign language department it would mean that only three places would be available for girls in spite of ∅→theDET total number of empty places→vacanciesOTHER . In conclusion , I believe that we should struggle→fightVERB with→againstPREP discrimination . Setting ∅→upPART numbers like this is not efficient and→orCONJ unfair→fairADJ .

{"id": 42}
The topic of ∅→theDET difference between ∅→the numbers of male the numbers ofOTHER male and female ∅→studentsNOUN in different spheres of studing→studySPELL is very important in ∅→theDET modern world , because nowadays question→questionsNOUN:NUM of equal rights and opportunities is topical for ∅→aDET large amount→numberNOUN of people and organization . Some of them are sure that universities should study→teachVERB equal numbers of men and women in every spheres→sphereNOUN:NUM . I strongly disagree with them and I think that some subject→subjectsNOUN:NUM is→areVERB:SVA more benifit→beneficialADJ for male→menNOUN and some others for female ∅→studentsNOUN . It is no doubt , that students should have equal opportunities to study every subject . Every person is individual→specialADJ and everyone has special skills . But usually some subjects , spheres and direction→directionsNOUN:NUM ∅→do n'tOTHER have no→∅DET similar popularity between→amongPREP boys and girls . For instance , some subjects is needed→needVERB:TENSE in→∅PREP enormous force such ∅→,PUNCT⚠️ as building or some technique→engineeringOTHER specialization ,→mayOTHER engeneering→engineeringSPELL . Obviously , girls are able to take→getVERB knowledge about→inPREP this→theseDET subjects but they can not to→∅VERB:FORM work and use their knowledge in practice . So their studing→studyingSPELL and education are useless , are n't they ? University should not ∅→tellVERB tell ∅→us ,OTHER " You must study here because you are a male or female " , they should give us ∅→aDET chance to make a choice , choose a→theDET right direction and make a decision . If universities give equal access to different direction→directionsNOUN:NUM for women and men they can choose so we get modern society with develop professions where every person do→doesVERB:SVA work which can be done by→withPREP their individual skills . To sum up , the general idea of modern education is not equal amount→numbersNOUN of girls and boys but is iqual→equalSPELL access to this education !

{"id": 43}
The graph presents the data on amount→the the percentageOTHER of population aged 65 and over since 1940 in Japan , Sweden and ∅→theDET USA . This graph also makes predictions about ∅→theDET level of population aged 65 and over in 2040 . First of all , it should be noted that Japan has the lowest rate of population aged 65 ( no more than 10 % ) . The highest rate is mentioned in ∅→theDET USA ( from 9 % to 15 % ) . The line showing ∅→theDET proportion of population aged 65 in Sweden goes porollel→parallelSPELL with ∅→the one forOTHER USA 's→the theOTHER one ∅→forPREP . Although→NeverthelessADV , it rises→roseVERB:TENSE suddenly in 1990s and decreases→decreasedVERB:TENSE , according to predictions , in 2010s→2010OTHER . Moreover , from this graph it is seen that after 2040 levels of ∅→theDET population aged 65 in all 3 countries ∅→are expected to are expected toVERB increase rapidly . The population aged 65 and over in Japan grows→is expected to growVERB:FORM from 10 % to 25 % less than in the→∅DET 5 years ( from 2030 to 2035 ) . The lines of population of→inPREP ∅→theDET USA and Sweden are porollel→going to be parallelOTHER again from 2027 . The USA→AmericanOTHER population increases→will increaseVERB:TENSE from this moment from 16 % to 23 % in 2040 ∅→,PUNCT⚠️ and ∅→theDET population of Sweden grows→will growVERB:TENSE from 18 % to 25 % in 2040 . All in all , from this graph in→itSPELL can be concluded that the levels of ∅→the elderlyOTHER population in Japan , Sweden and ∅→theDET USA grows→is predicted to growVERB:FORM from 2030 rapidly .→Тимофеева СOTHER

{"id": 44}
Nowadays the question of equality is the most significant part of society . And the problem raises→gets worseOTHER , when it concerns young people who are→∅VERB:TENSE truly believe in their own independence . That 's why I suppose that universities have to try to accept equal numbers of representatives of both sex→sexesNOUN:NUM , for every subject . First of all , the society should prove its claims about freedoms and democracy . If students see that their legally binding rights are not protected , this could being→lead toOTHER strikes and , consequently , ∅→aDET decreasing→decreaseMORPH of→inPREP government 's authority . Business books emphosise→empahsizeSPELL , that society and all its members must feel confident in→aboutPREP every step taking→takenVERB:FORM by politics→politiciansMORPH and ∅→,PUNCT✅ what is more , to→∅VERB:FORM have an essense of→essentiallyOTHER non - restricted protection . For example , my friend from Ukraine have→hasVERB:SVA told me , that the reason why his family encourages the actions of ∅→theDET current revolution is complet→completelySPELL misunderstand→misunderstoodNOUN and frustration connecting→connectedVERB:FORM with ∅→theDET governmental apporat→apparatusSPELL . Moreover , the popular thought about diversification of ∅→theDET subject→subjectsNOUN:NUM regarding to their so - called use→appropriateOTHER only for one sex should be rejected . Every child or every student has his or her own views on the world , and they all have their own preferences . That 's why to limit the number of subjects which , for example , a girl could take seems abormal→abnormalSPELL . The magasine→magazineSPELL named " Slon " writes , that the men→manNOUN:NUM differs from the woman only physically and now it 's very easy to mess→mix upVERB both groups . For example , I 've→haveCONTR read about person ,→a a womanOTHER who has more male interests that→thanSPELL female 's ones→∅OTHER and behave→behavesVERB:SVA herself according to ∅→theDET rules ,→∅PUNCT⚠️ which ∅→theDET society always consideres→considers toVERB as→beOTHER male one→∅NOUN . And→∅CONJ least→lastADJ , but no→notOTHER less→leastADV , is ∅→aDET phyhological→psychologicalSPELL problem : students should study and live in ∅→aDET society where all roles are taken→distributedVERB . It 's not surprising , that girls and boys have different attitude→attitudesNOUN:NUM in 90 % times→of situations in lifeOTHER ( as British newspaper " Guardian " claims ) ∅→,PUNCT⚠️ and that 's why they have to korn→learnVERB something from each other . For example , I know a girl ,→∅PUNCT✅ who studied only with other girls . She always says now , that such life is horrible . All in all , it should be noted , that equal rights in society should be considered ∅→to beVERB as→aOTHER healthy way to live . No one→∅NOUN must n't→shouldOTHER suffer because of their sex identity .

{"id": 45}
The graph illustrates how→theOTHER many→part ofOTHER people about 65 years old and over→and over years oldWO live→livingMORPH in Japan , Sweden and USA in a→∅DET certain period→periodsNOUN:NUM of time . According to this graph , the amount→percentageNOUN of such peope→peopleSPELL in Sweden and ∅→theDET USA is→wasVERB:TENSE quite simmilar→similarSPELL . In comparison to these two countries , the proportion of the population aged 65 and over in Japan is lower between 1940 and 2030 . This proportion in Japan reached a low of just 3 % of people aged 65 and over in 1960 and maintained the same level in 1985 . Besides , the population of old→elderlyADJ people will increase at the end of the period of time ,→∅PUNCT⚠️ which is taken into account in the task . Moreover , nowadays more→a higher percentage ofOTHER people under→agedOTHER 65 ∅→and overOTHER live in Sweden ,→∅PUNCT✅ than in Japan and ∅→theDET USA . All in all ∅→,PUNCT✅ the graph shows ,→∅PUNCT✅ that the amount→proportionNOUN of people aged 65 and over is not static between 1940 and 2040 , it changes dramatically and in→onPREP ∅→theDET whole is going→goesVERB:TENSE up .

{"id": 46}
Nowaday→NowadaysSPELL many universities all over the world offer a wide range of educational opportunities ,→∅PUNCT⚠️ which should→canVERB:TENSE be used by both male and female students equaly→equallySPELL . Some people are→∅OTHER absolutely agree with this statement for the following reasons . First of all , in ∅→theDET modern world every person should have the same rights as others and any discrimination is prohibited . So that it does n't matter is→ifSPELL a person ∅→isVERB male or female , he or she has an ability to study what he or she prefers . That 's why universities can not accept→offerVERB more places for boys or girls only . However , others ∅→do n'tOTHER feel not→∅ADV the same way . For them it is normal ,→∅PUNCT⚠️ when there are more male or female students in ∅→someDET subjects , because some educational programms→programmesSPELL attract ∅→the attention ofOTHER more boy 's→boysNOUN:POSS or ∅→moreADJ girl 's→girlsNOUN:POSS attention→∅NOUN . For example , a programm→programmeSPELL to be→becomeVERB a car driver or a pilot suits more for→betterOTHER male students ∅→betterADV , while nail art 's→artsNOUN:POSS course is better→ratherADV for female students . As for me , it does not matter how many male or female students are in ∅→aDET studying→studyMORPH group , but it is clearly→clearMORPH ,→∅PUNCT✅ that universities should offer equal amount→numbersNOUN of places for→toPREP boys and girls . Because all students should have the same opportunity to get the type of educational programm→programmeSPELL ,→∅PUNCT✅ which theu→theySPELL want most of all . To sum up , nowadays there are a lot of coarces→coursesSPELL for male and female students . And every person should make a choise→choiceSPELL that fits their lifestyle best of all . That 's why universities should help students to achieve thise→thisSPELL goal .

{"id": 47}
According to the chart the population of elderly people in Japan , Sweden and USA has been growing during the period between 1940 to→andOTHER 2040 years . Firstly , it I→isSPELL significant to emphasize ,→∅PUNCT✅ that the least ammount→percentageNOUN of people aged 65 and over was in Japan in 1940 . Practically a half more than this we can see in USA . So , ∅→theDET Swedish ∅→elderlyNOUN are just in the middle . Next , it is important to note , that the propotion→proportionSPELL between→ofPREP eldery→elderlySPELL people in USA and Sweden was increasing slightly till 1990 's , while the feagure→figureSPELL ,→∅PUNCT✅ that characterize→characterisesMORPH Japaneese→JapaneseSPELL was declining→declinedVERB:TENSE till 2000 's . Besides , it is obvious ,→∅PUNCT✅ that near the year of 2010 the population began to rise . At this point the ammount→amountSPELL of old people in Sweden reached a quantity→levelNOUN of 20 % . Then , we ca n't ignore the fact , that ∅→,PUNCT⚠️ according to the predictions ∅→,PUNCT⚠️ by the year of 2040 the population of eldery→elderlySPELL people will be→have reachedVERB from 23 % to 27 % . To sum up , it is clear ,→∅PUNCT✅ that in ∅→theDET feature→futureNOUN there will be more people aged 65 and over than it→therePRON is→areVERB:SVA nowadays .

{"id": 48}
Obviously , in our everyday life we often see the situation ,→∅PUNCT✅ when the number of male and female students is not at the same level in many universities . Of course , there are several reason→reasonsNOUN:NUM ,→∅PUNCT✅ why boys usually choose other kind of proffession→professionSPELL ,→∅PUNCT✅ than girls . But I suppose , there is no need to give a university instructions of→onPREP what the propotion→proportionSPELL of male and female student→studentsNOUN:NUM should be . Some people consider ,→∅PUNCT✅ that having the→∅DET equal number→numbersNOUN:NUM of boys and girls in the→aDET particular university will bring more possibilities→opportunitiesNOUN for communication . Certainly , I ca n't disagree with this statement . Moreover , it will be better for student 's social development . But we ca n't ignore the fact ,→∅PUNCT✅ that the main aim of high→higherADJ:FORM education is to bring up great proffesionals→professionalsSPELL . So , I 'll try to emphasize the most significant characteristics→reasonsNOUN of→forPREP why the→anDET equal ammount→numbersNOUN of males→boysNOUN and females→girlsNOUN is not important for studying . First of all , everybody knows , that boys and girls tend to choose different sorts of proffessions→professionsSPELL . We can note it even at school , when usually boys are→boys are usuallyWO better in→atPREP physics , mathematics , chemistry . While→In the meanwhile ,OTHER girls are likely to prefer literature , foreign lenguages→languagesSPELL , history . And this situation is n't bad , because it is natural . Secondly , in some regions this propotion→proportionSPELL is at high level because of some geographical reasons . For example , in China the population of men is great enough . As we can see , boys are born more frequently than girls . Furthemore→FurthermoreSPELL , sometimes women do n't want to get a high→higherADJ:FORM education level→degreeNOUN . So , they usually become housewifes→housewivesNOUN:INFL , and they like to take care of their families and consider it as→to beOTHER a profession . In conclusion I would like to mention , that , according to my oppinion→opinionSPELL , the idea of acception→acceptingSPELL ∅→anDET equal number of boys and girls in universities seems to me unreliable→unreliable to meWO .

{"id": 49}
Here we may see the graph which presents us the proportion of the population aged 65 and over between→overPREP 1→aDET thousand→hundredOTHER years n→inSPELL Japan , Sweden and ∅→theDET USA . Every country has their→itsDET own type of line . It helps us to understand the differences well . So we may see that ∅→aDET sharp line which " belongs "→characterizesOTHER to→theOTHER USA is the most steady→steadilyMORPH ∅→risingVERB . The most amount→significant numberOTHER of changes→numberNOUN connected with ∅→theDET proportion of→the proportionOTHER population ∅→isVERB in Sweden . The line of Japan shows us that from 1940 to 2030 the proportion of population in this country have changed→has been changingVERB:TENSE not so much , but then ∅→has has increasedVERB shockly increases→∅NOUN . To sum up , we may say that Sweden may be called the most progressive in this case . Every twenty years this country doubles each position . ∅→theDET USA is more constant , ∅→theDET proportion of population rise→risesVERB:SVA , but temps→the paceOTHER are→isVERB:SVA much lower . Japan gives to→∅PREP us the most surprising growing . So ∅→,PUNCT⚠️ we may notice that all of the lines go up , it means that ∅→theDET proportion of ∅→theDET population aged 65 and over within years years will be higher and higher . This is the fact which help→helpsVERB:SVA us to conclude that peoples ' life will be longer . Moreover ∅→,PUNCT✅ the number of young people decrease→decreasesVERB:SVA from 1940 to 2040 .

{"id": 51}
The graph gives information about the overage→averageSPELL proportion of the population aged 65 ∅→years oldOTHER and over between 1940 and 2040 in Japan , Sweden and ∅→theDET USA . It can be clearly seen that population rates in Sweden and ∅→theDET USA are approximately on the same level with several discrepancies in the time between 2000 and 2020 , whereas ∅→theDET proportion of population over 65 years ∅→oldADJ in Japan was on the low level with slight fluctuations between 1940 and 2000 and then there was a dramatically→dramaticMORPH increase between 2000 and 2040 . Comparing the proportion of ∅→the theDET populations→populationNOUN:NUM ∅→,PUNCT✅ it can be seen that since→fromPREP 1940 , the average levels→levelNOUN:NUM had grown up from 5 to 10 % to ∅→thenADV more than 25 % . There was→wereVERB:SVA two considerable rises in the proportion of ∅→theDET population in Sweden in 1980 and 2010 , whereas the line of USA 's→theOTHER population is more→ofOTHER "→theOTHER calm "→flatOTHER - there is only one dramatically→dramaticMORPH increase between 2020 and 2040 and steady rise between 1960 and 1980 . To sum up , it can be observed that , overall , the proportion of population over 65 years ∅→oldADJ had groun→grownSPELL up since→fromPREP 1940 in such countries like→asPREP Japan , ∅→theDET USA and Sweden , but in different ways .

{"id": 52}
Today there is→areVERB:SVA a great number of discussions about male / female relationships . One of them is should→whetherPREP male and female students ∅→shouldVERB:TENSE work together ∅→,PUNCT⚠️ and even more -→,PUNCT⚠️ in equal numbers . Some people lelieve→believeSPELL that it 's inappropriate , to make universities accept equal numbers of male / female students , others agree that it will improve ∅→theDET current situation in education . There exist strong arguments of→onPREP both sides of this disscussion→discussionSPELL , which implies that it is worth examining all points of view before reaching any conclusion . First of all , there→itPRON is a necesity→necessaryOTHER to say that one of the advantages of these→thisDET type→systemNOUN of accepting students is the equallity→equalitySPELL between men and women . Equall→equalSPELL numbers mean equall→equalSPELL opportunities for people , without ∅→genderNOUN discrimination sexes→∅NOUN . Moreover , there is→areVERB:SVA a→∅DET plenty of scientist 's→scientificOTHER researchs→researchesSPELL convincing→concludingVERB that working between→inPREP male and female→mixedOTHER groups of people→men and womenOTHER in equall→equalSPELL proportions gives a→∅DET much more favor→benefitNOUN . Also , this type of proportion helps members of each→eitherOTHER group→genderNOUN interact with others ∅→moreADV easily ,→∅PUNCT⚠️ that→thanPREP when there is a disproportion . Another point of view is that such→thisOTHER type of accepting students is useless and pointless . Supporters claim that such thing→approachNOUN can destroy the real competition between→amongPREP students , which is based on knowledge , not on female / male→a man whetherOTHER you are ∅→a manOTHER or not→a womanOTHER . Another drawback of equall→equalSPELL accepting→admissionNOUN numbers is that it can crushed→crushMORPH all→the wholeOTHER system of university 's→∅NOUN:POSS academic freedom ∅→asPREP -→theOTHER government will give→dictateVERB concrete→theOTHER numbers of students ,→∅PUNCT✅ who schould→shouldSPELL study in→atPREP universities . And one of the most convincing arguments againts→againstSPELL equall→equalSPELL proportions between→ofPREP male / female students is that there is no any→∅DET correlation or connection between knowledge and which sex do you have . And I am→IOTHER firmly believe in that . Since the Medievel→MedievalSPELL times , people fight→have foughtVERB:TENSE against discrimination , for modern→theOTHER society with equall→equalSPELL rights for everybody . And for the first time , this meosure→measureSPELL for accepting equall→equalSPELL numbers of students seems like justice , lut→butSPELL it is not ∅→aDET real→reallyMORPH suitable criteria→criterionNOUN:NUM for competition between→amongPREP students . There is no shame if men are good at law and women in→atPREP teaching as there is no any→∅DET discrimination between them in case of disproportion . Considering all arguments , it can be concluded that the idea of universities accepting equal number of male / female students is not good of→atOTHER all .

{"id": 53}
The graph provides data about the percentage of group→∅NOUN of ∅→peopleNOUN people 65 years old and over . It demonstrates a change of→inOTHER this proportion from 1940 to 2040 in Japan , Sweden and ∅→theDET USA . It 's clear from the graph that in every compacative→∅ADJ country ∅→in this comparisonOTHER the quantity→percentageNOUN of people 65 years old and over would→is expected toVERB increase from 5 % - 10 % in 1940 to 25 % approximately→approximately 25 %WO in 2040 . However , the ways→time and paceOTHER of growing are different . The percentage of ∅→theDET population aged 65 and over in ∅→theDET USA is guaducelly→graduallyOTHER increasing→increasesVERB:FORM during this→theseDET 100 years like→, just as it doesOTHER in Sweden . By contrast , Japan 's→JapaneseOTHER group of people 65 years old and over had been decreasing→decreasedVERB:TENSE ∅→in numberOTHER from 1940 to 1983→aroundOTHER approximately→aroundADV , then→whenADV it began to rise slightly ∅→,PUNCT⚠️ and in 2030 there would→willVERB:TENSE be ∅→aDET drammatic→dramaticSPELL increase from 10 % to 25 % . In ∅→theDET USA and Sweden there were periods of decline ∅→,PUNCT⚠️ too - from 1980 to 1990 and from 1980 to 2014 respectively . Moreover , ∅→theDET next period of decrease of→inPREP ∅→theDET population aged 65 and over is expected in ∅→theDET USA in 2015 . As a result of ∅→the change theOTHER change Japan will be the oldest country in 2040 , then Sweden and ∅→theDET USA respectively . It means that Japan will be in→atPREP risk of demography→demographicMORPH problems .

{"id": 54}
There is an opinion that universities should consist of→enrollOTHER equal parts→numbersNOUN of men and women , because society should give the same rights and possibilities for→toPREP both sex→gendersNOUN . I ca n't agree with this opinion . Firstly , undulation→admissionsNOUN should not depend on sex→genderNOUN . The main criteria is personal abilities and way of thinking . If universities had accepted equal quantity of students in 16 - 19 centuries despite of their mental activity , modern society would never have industrial machines , planes and cues→carsNOUN just because young scientist→scientistsNOUN:NUM ,→∅PUNCT⚠️ who had innovating ideas ,→∅PUNCT⚠️ were not accepted ∅→toPREP university . Secondly , there are a lot of professions which require some physical or psychological features from warheas→workersSPELL . It→The requirementsOTHER depends→dependVERB:SVA on ∅→theDET character of work , its aims and audience→applicationNOUN . For example , it 's really difficult for men to work at→inPREP women 's→∅OTHER consultation→gynecologyNOUN centre because both ∅→aDET doctor or→andCONJ ∅→aDET client would be embarrassed . Besides , women would→canVERB:TENSE have problems working as machinery operator→operatorsNOUN:NUM because sometimes , it 's necessary to repair huge machines quickly to prevent the catastroph→catastropheSPELL . The majority of women just do not have such strong organism and muscles . Thirsty→ThirdlyOTHER , such equality would negatively affect not only a person ,→∅PUNCT✅ who was not accepted ∅→toPREP by university ,→∅PUNCT⚠️ but also a person ,→∅PUNCT✅ who was ∅→enrolledVERB . It would→canVERB:TENSE happen because student→∅NOUN of→aOTHER university ∅→studentNOUN will be scere→scareSPELL that employes→employersSPELL would→willVERB:TENSE accept them→both gendersOTHER equally like the university . However , such students do not pay attention for→toPREP the fact that employers will take the smartest students . As a result of this equality students lose their ability→potentialNOUN for competition . All in all , ∅→aDET university is " a factory " of knowledges→knowledgeNOUN:INFL , research and new inventions . We should not create barriers for ahibitious→ambitiousSPELL persons→peopleNOUN and accept persons→thoseOTHER , who does→doVERB:SVA n't have interest in education , just because of sex equality . If it would happen→happensVERB:TENSE , the development of science and society 's culture will stop .

{"id": 55}
The proportion of the population aged 65 between 1940 and 2040 is presented on the graph below . It can be seem→seenVERB from the graph that the peasantage→percentageSPELL of Sweden→SwedishMORPH and USA→AmericanOTHER population tends→tendedVERB:TENSE to be far more similar , in comparison with Japan→JapaneseADJ population ∅→.PUNCT✅ it→. ItPUNCT⚠️ should be mentioned that until 1980s . These→theseORTH 2 groups were quite the same . There was a gradual increase from 5 % to approximately 15 % , while in the USA , there was the→aDET stable decrease ( less than 5 % ) , followed by a sadden→suddenADJ " recovery " . ( From 2000 the situation ∅→hasVERB:TENSE changed dramatically . What is more , from that year the difference between ∅→theDET USA and Sweden age groups became far more obvious as the number of elderly people in Sweden began to rise steadily . However , in compliane→complianceSPELL with the graph the persentage→percentageSPELL difference by 2040 was not evident less than 5 % . To sum everything up , it should be empasized→emphasizedSPELL that in spite of different results , japan→JapaneseADJ population ( after a perpertual→perpetualSPELL grouth→growthSPELL ) increased dramatically more→more dramaticallyWO ∅→thanPREP in contrast to→∅OTHER other countries . Probably that can be explained by the great member→numberNOUN of elderly people in Japan of that catagory→categorySPELL .

{"id": 56}
It can not be denied that men in comparison with women have always had more preferable social position for→inPREP many countries . However , nowadays that→thisDET problem does n't→notCONTR seem so crucial any more . It is generally agreed that both men and women have equal rights . That is why , it is declared that equal number→numbersNOUN:NUM of male and female students should be accepted to Universities→universitiesORTH . But is it really so ? Frankly speaking ∅→,PUNCT⚠️ it seems to me that such ∅→anDET idea is n't→notCONTR worth doing→relevantOTHER as students should be accepted in accordance→accordingOTHER with→toPREP their mental abilities , exam results and→talentsOTHER personal talants→talentsSPELL and capabilities→∅OTHER . Only in that→thisDET case , justice and equality can be reached . Besides , it also must be→must be alsoWO pointed out that there is a tendency for both groups to choose particular→certainADJ subjects . It is is undeniable that math , physics , engeneering→engineeringSPELL are more preferable among boys , while girls are interested in literature , languages , and so on . However , it ca→canCONTR n't→notCONTR be called an unehiable→unreliableSPELL rule , and of course , there are a plenty of exceptions . What is more , ∅→theDET population also need to be taken into account , as in some countries , the number of women prevaile→prevailSPELL . For instance , in some Universities→universitiesORTH with technical subjects there ∅→areVERB only 10 girls and 20 boys in ∅→a aDET group . Nevertheless , some ∅→peopleNOUN would say ,→∅PUNCT✅ that such ∅→aDET situation will be→isVERB:TENSE substantial for people ∅→in orderOTHER to protect of their rights for getting education , especially for women who still can→can stillWO face the problem of discrimination . In conclusion , it should be pointed out that every person has equal rights regardless of sex , social position , money , religion and race . That is why ∅→IPRON strongly believe that equal number→numbersNOUN:NUM of male and female students does n't→notCONTR seem so vital for realising→havingVERB an opportunity of getting an education . The quantity→numberNOUN of students should depend on their knowledge and capabilities and→butCONJ not on sex .

{"id": 59}
The graph gives information about the population of people aged 65 and over . It shows certain ∅→theDET proportion of ∅→elderly the elderlyOTHER population of this group of people between 1940 and 2040 in Japan , Sweden and The→theORTH USA . In 1940 the percentage of elderly people in all three counties was nearly the same ∅→-PUNCT✅ about 5 - 9 % . After that the percentages of ∅→thisDET population ∅→sectorNOUN in the USA and Sweden began to rise slightly and by the year of 1980 reached the mark of 14 - 15 per cent . During that period of time the percentage of people under 65 in Japan began to decline and then was steady from 1960 to 1980 . From 2000 the percentage of elderly people in Sweden began to rise to 20 per cent . Moreover→Contrary to that ,OTHER , from 2000 the percentage in the USA was on→atPREP the same level representing→ofOTHER 14 per cent . The graph also shows ∅→the theDET predictions to→forPREP the future ∅→.PUNCT✅ Beginning from the year of 2020 the population→percentageNOUN of people aged 65 and over will→is expected toVERB rise . It is set→clearOTHER that in 2040 the percentages will reach their pick→peakNOUN on→atPREP the level of 24 - 26 per cent in all three countries . Overall , the proportion of the population aged 65 and over has been increasing from 1940 to nowadays in Japan , Sweden , ∅→andCONJ the USA ∅→,PUNCT⚠️ and it will continue to rise steadily .

{"id": 60}
Due→AccordingPREP to the principles of the International law→international ,OTHER there could→shouldVERB:TENSE not be any discrimination . So , males and females have equal rights nowadays in all spheares→spheresSPELL of life . This rule also concerns educational process ∅→:PUNCT⚠️ their all people have a right to have an→∅DET education , besides , they are free to choose any subject they want . Moreover , is it appropriate for universities to accept males and females in every subject ∅→inPREP equaly→equalSPELL ∅→numbersNOUN ? First of all , if we speak of equality of men and women we should make a→∅OTHER notice→noteMORPH that this also mean→meansVERB:SVA that women could→canVERB:TENSE not do some work which is→doesVERB:TENSE not suit them ( take→for example , carryOTHER heavy things ) . In other ways it is known that females can choose freely their profession→their profession freelyWO . Secondly , we can easily think of jobs which will be more→of higherOTHER priority for males such as military professions . What is the goal of setting the rule when→forOTHER universities ∅→toVERB:FORM accept equal numbers of male and female students in every subject ? Will it really provide equality ? It is set by the laws→lawNOUN:NUM that everyone has an opportunity to study the subject he ∅→or sheOTHER prefers . This rule is enough for the realisation→implementationNOUN of the principle mentioned above . Another factor which may be set against that rule is a different propostion→proportionSPELL of population→∅OTHER of males→maleMORPH and females→femaleMORPH ∅→populationNOUN in the country . It would be hard to reach equal numbers because women→thereOTHER simply can→can simplyWO be more ∅→womenNOUN than men or overwise→otherwiseSPELL , so this argument makes that rule almost impossible . Of course ∅→,PUNCT✅ universities may try to bistribute→distributeSPELL males and females during educational process in→intoPREP different groups equaly→equallySPELL and that probably will→will probablyWO bring positive result . To sum up , everyone both males and females has a right and opportunity to choose their profession and study in a place they want . It will not be appropriate for university workers trying→to tryVERB:FORM to choose students by the criteria of equality→equalMORPH ∅→numbersNOUN of males and females instead of ∅→byPREP professional qualities and knowledge ,→∅PUNCT⚠️ which may have every person→every person may haveWO .

{"id": 61}
The diagram presents a→theDET number→percentageNOUN of people after→∅PREP 65 years old in percentage from number of all people→and overOTHER . The indicators→∅NOUN are devided→dividedVERB on 3→give for the threeOTHER groups→forOTHER with→theOTHER ∅→threeOTHER countries :→-PUNCT⚠️ Japan , Sweden and ∅→theDET USA , and shows→showVERB:SVA changes in the 100 ∅→-PUNCT✅ year period from 1940 to 2040 . The population aged 65 and over from→inPREP Japan was only 5 percent in 1940 . Then there was ∅→aDET slightly→slightMORPH decrease for 20 years period and it was a→∅DET constant ∅→over theOTHER next 20 years→∅OTHER . After 1980 it become→beganVERB to increase slightly . According to ∅→the graph theOTHER graph this increase will be continued and in 2030 ∅→the percentageOTHER will go up dramatically to 25 percent . In Sweden the number→portionNOUN of ∅→elderlyADJ people in 1940 was about 7 percent . Between 1940 and 1980 this ∅→percentageNOUN number was increasing→increasedVERB:TENSE . After that there was ∅→aDET slight fall and than→thenSPELL ∅→aDET sharp rise . The same situation will be between 2010 and 2040 . The numbers→percentage percentage numberNOUN will reach almost 25 percent . In the USA there were almost 10 percent aged→of elderlyOTHER people in 1940 . Between 1940 and 1980 it was a little more→higherADJ than in Sweden . After 1980 the indicators→figuresNOUN were stable and after 2020 ∅→theyPRON will rise to 23 percent in 2040 . To sum up , it can be seen from the graph ∅→thatDET , the number of people aged 65 and over ∅→isVERB:TENSE increase→increasingVERB:FORM and will reach the number nearly 25 percent to→inPREP 2040 in all countries .

{"id": 62}
Some people think that there is a good idea ∅→forPREP to students→students toWO study in groups ,→inOTHER when→whichOTHER the numbers of boys and girls would be equal , and Universities→universitiesORTH should provide→adoptVERB this idea . In my opinion this idea is not so good . Firstly , the number of male and female students does not matter for studing→studyingSPELL process . I do n't have any thought about→know studiesOTHER influence→influencedVERB:FORM by it for study→studiesOTHER . Secondly , accepting equal numbers of both ∅→gendersNOUN is almost impossible . Usually there are more girls than boys entering→applyingVERB in→forPREP humanitariaty→humanitySPELL Universities and more boys than girls entering in technical ∅→onesNOUN . Thirsty , the sex→∅NOUN of→aOTHER student ∅→'s genderOTHER ca n't be significant point for decision ∅→whetherPREP to take→acceptVERB him or her in→toPREP University . The main categories are knowledges→knowledgeNOUN:INFL , skills and ability to study something new . From→OnPREP the other hand , groups with equal numbers of male and female students may be more→betterADV balanced . It can be usefull→usefulSPELL for socialisation of young people . Some problems , which do→areOTHER n't conected→connectedSPELL with→connected studyingOTHER study→studyingVERB:FORM ,→∅PUNCT✅ may be disappeared→disappearVERB:TENSE . An example from my own experience is 8→∅OTHER March ∅→8thNOUN , women 's day . In our group there are 20 girls and only 5 boys . That 's why our male students were not very happy in→onPREP that day . However , despite that they were→beingOTHER in minority they made a very good presents to girls . In conclusion , I would like to say that this idea is good for students . I wish there were equal numbers of boys and girls in my group . But I do n't think that it is important ∅→thatPREP Universities→universitiesORTH should decide→solveVERB more significant problems linked with study→studiesNOUN:NUM .

{"id": 68}
In ∅→theDET 21st centary→centurySPELL women 's rights are practically the similar→sameADJ with→asPREP men 's rights . Women can vote and be voted→electedVERB , teach and work in international corporations , do business and play sports and even go→serveVERB to→inPREP the army in some countries . I believe that all humans→humanMORPH ∅→beingsNOUN should have the same rights without an→anyDET exception of→forPREP university subjects . To my mind , there is no faculty where women ca n't study at all , but I pretend→contendVERB that both male→girlsOTHER and female→boysOTHER must have the similar→sameADJ chances to pass the→∅DET exams and go→enrollVERB to→atPREP the university . This system works in Russia . Teenagers pass their exams and ∅→aDET university compare→comparesVERB:SVA their results independently→regardlessADV of the sex→genderNOUN of person→an an applicantOTHER . The system when there are strictly half of→∅PREP men and half of→∅PREP women on→inPREP each subject ca n't be honest because of the proportion ∅→of the two gendersOTHER . For example , in Sweden there are 60 % girls and 40 % boys . Using this system boys have more complicated→a tougherOTHER competition than girls . The second argument against equal number is historical examples . Men were→have always beenOTHER more successful than women in all spheres for→inPREP all the countries . It is ∅→not a not a not aOTHER uninversale→universalSPELL process : there are some exceptions and examples such as Nefertiti , Tatcher→ThatcherSPELL of→orSPELL Hewston→HoustonSPELL , but in general men are more talented chairmen , doctors , cookers , presidents and sportmen→sportsmenSPELL . So , when there is an equal number of male and female students some men ,→have competedOTHER who→haveOTHER completed→competedVERB only with the→boysOTHER boys ,→∅PUNCT⚠️ wo n't have→getVERB an education→educationalMORPH ∅→degreeNOUN even ∅→ifPREP he→theyPRON is→areVERB:SVA stronger in some sphere than the→∅OTHER girl→girlsNOUN:NUM . I suppose that similar rights is one of the busical→basicSPELL rules of modern world , but there is no chance to→people will everOTHER realize→realiseMORPH ∅→theDET system of equal ∅→numbers ofOTHER male and female students only because it is dishonest .→Тимофеева СOTHER

{"id": 69}
The graph presents the changing of the amount of people aged 65 during a centure→centurySPELL since 1940 till 2040 in Japan , Sweden and USA . The vertical line shows the percentage from 0 till 30 % and the horisontal→horizontalSPELL line shows years . All three lines on the graph rise steadily . The thin line rises slowly till point 10 % in 1960 , then gets the pick point at 15 % in 1980 . After that , it goes slowly and finishes at the maximum number 23 % . Next line , which is related to Japan , declines since 1940 till 1960 and remains straight between 1960 and 1985 at the point of 3 % . Then it rises steadily till 2030 , crosses the line of 10 % and quickly goes higher . At→inPREP the end it gets almost 28 % . The dashes line is closely similar to the thin one , but has differences in some parts . In 2010 it rises quickly till 20 % and then drops till 2025 . Between 2025 and 2040 it goes up steadily till 25 % . Analyzing this graph , we can see ,→∅PUNCT✅ that scientists suggest increasing of population aged 65 in all three countries . The maximum proportion gets 23 - 28 % , what means a great number of old people in 2040 .

{"id": 71}
Sugested→The givenOTHER chart below gives to→∅PREP us innformation→informationSPELL about the proportion of the population aged 65 and ove→overSPELL between 1940 and 2040 in ∅→theDET USA , Japan→Japan ,WO and Sweden . First of all , population→the percentageOTHER of this people→categoryNOUN in Japan was the most→theOTHER little→lowestADJ from 1940 to 2030 . From 1940 to 2000 the population→peopleOTHER aged 65 and over was→made upVERB about fife→fiveSPELL percent .→of five Japanese populationOTHER In 2040 this population→age groupNOUN in Japan will be biger→biggerMORPH and ∅→willVERB:TENSE consist of more than twenty fife percents→percentNOUN .→∅PUNCT⚠️ Americans→AmericanMORPH citizens aged 65 and over were ∅→theDET the biger number of people→biggest portionOTHER from 1940 to 1998 . In 1940 it was 10 percent and in 1999 it was 14→∅OTHER percents→percentNOUN:NUM .→∅PUNCT⚠️ After 2000 , line→the percentageOTHER of this american→AmericanORTH population are→sectorOTHER increasing→increasedVERB:FORM . I→InSPELL 2040 it ∅→willVERB:TENSE consist of 23 percents→percentNOUN:NUM of all→the wholeOTHER population . Whith→withSPELL the help of this , we can say , that borning→burningSPELL in the the USA was feeling all the time . The Sweden proportion of the population aged 65 and over has→hadVERB:TENSE a lot of feelining→fallsNOUN and increasing .→increasesOTHER In 1940 this propotion→proportionSPELL was 5 percent from→ofPREP all population , and this→ItPRON was increasing→increasedVERB:TENSE to 20 percent in 2015 . After this , the line of proportion was feeling→is expected to fallVERB to 17 percents→percentNOUN:NUM in 2030 , and after this inereasing→that to to increaseOTHER to 25 percents→percentNOUN:NUM in 2040 . As aresult→a resultORTH ,→∅PUNCT⚠️ we can name the same dinamic→dynamicsSPELL of increasing ∅→theDET proportion of the population aged 65 and over in this→theseDET countries . This graph shows us ,→∅PUNCT✅ that ∅→a in future about aOTHER qualer→quarterSPELL of the population is→will be beVERB:TENSE old people ,→∅PUNCT⚠️ and borning→burningSPELL was decling→decliningSPELL or level of life in this countries was increasing .

{"id": 73}
The graph presents the situation with the population aged 65 and over in Japan , Sweden and ∅→theDET USA between 1940 and 2040 . It should be noticed that Japan has only 5 % of people of this group at the begining→beginningSPELL of 1940 . But after that the statistics decreased to the point of 4 % ( the lowest number ) in 1960 . And after that it had not→∅ADV almost any→noDET changes till 2000 . The quantity→portionNOUN of population aged 65 and over will increase dramatically in the future in this country . It is really interesting that two different countries like ∅→theDET USA and Sweden have almost the same statistics . The graph shows that the number→percentageNOUN of→inPREP people of 65 and over ∅→thisDET age group at→inPREP 1940 was only about 78 % . And during the whole period of time it had a slightly increase till the point of 15 % in 1980 . After that the proportion changed on→byPREP 5 % ( 20 % for Sweden and 15 % for ∅→theDET USA ) . At→InPREP 2040 all countries will have almost the same proportion ( about 25 % ) ∅→КочневаNOUN✅ .→ПолинаOTHER

{"id": 74}
Have you ever noticed the number of men and women around ∅→youPRON in the university ? Not so many people give the right answer for→toPREP this question . But some persons→peopleNOUN consider→believeVERB that the→educationalOTHER institutes→institutionsMORPH should accept the equal amount→numbersNOUN of girls and boys in every faculty . They believe it to be more effective for educational process . But is it really so ? Of course , there is the→aDET huge number of people who are against this statement . First of all , it should be noticed that all statutes of the international law prohibit the→anyDET discrimination in this sphere . Secondly , there are a lot of subjects→areasNOUN which demand→giveVERB only→preference toOTHER female or only→∅ADJ male ∅→studentsNOUN ( for example : nursury→nursingSPELL , some kinds→fieldsNOUN of medicine and policy→politicsNOUN ) . It 's really important to take→acceptVERB only girls or boys there because of the specific requarements→requirementsSPELL ( mental or phychological→psychologicalSPELL characteristics ∅→,PUNCT⚠️ for instanse→instanceSPELL ) . It is impossible to imagine a girl who drives a train or a huge submarine . That 's why these faculty→departmentsNOUN accept only male ∅→studentsNOUN . But ∅→,PUNCT⚠️ on the other hand ∅→,PUNCT✅ there are a lot of subjects which suit→are suitableOTHER for ∅→bothDET girls and boys both→law universitiesOTHER : jurisprudence→lawNOUN , economics→∅NOUN , politics→∅NOUN and so on in the→others ,OTHER universities . And , of course , it is really interesting and easy then→whenADV the amount→numbersNOUN of ∅→male andOTHER male ∅→andCONJ female is→sudents areOTHER equal . For example , my group has 12 boys and 12 girls - it is very convinient→convenientSPELL for some teachers to make→divideVERB us to→intoPREP different small groups for pojects→projectsSPELL or tests and so on . To sum it up ∅→,PUNCT⚠️ I can say that I completely agree with the statement that the→∅DET universities should not accept the strong→rigidlyADV established member of students ( equal amount→numbersNOUN of male and female ) . It should be resolved occasionally !→when necessary Тимофеева СOTHER

{"id": 78}
Nowadays a→theDET problem of ∅→theDET disproportion of sexes in universities is topical→widely discussedOTHER , but is it really necessary to accept an equal numbers of males a→andOTHER females in each subject , or it will→will itWO be more preferable not to pay attention to this situation ? Actually , there is no doubt ,→∅PUNCT✅ that communication between girls a→andOTHER boys is essential . But we are talking not→not talkingWO about the importance of their privale→privateSPELL relations→relationshipsMORPH . We are trying to consider→look atOTHER this question from the educational point of view . Let 's emagine→imagineSPELL a situation :→ofOTHER an→theDET equal number of male a→andOTHER female students in the subject . What ∅→doesVERB:TENSE it leads→leadVERB:SVA ∅→toPREP to ? Males try to attract girls attention a vise - revsa . Females try to do the same . However , if on→inPREP the→some subjectOTHER subject ∅→areaNOUN , there is no opposite sex , the educational level would→willVERB:TENSE be much higher . We can predict ,→∅PUNCT✅ that both sexes woud→will will be beOTHER concern→concernedVERB:FORM only about→withPREP their study→studiesNOUN:NUM . On the other hand , as I 've→haveCONTR already pointed out , the→∅DET communication is an essentrial→essentialSPELL skill , which every student should imrove→improveSPELL , but it does n't mean ,→∅PUNCT✅ that this necessary skill should be practised at university . Most students have enough free time to do this with no destroy→without distractionOTHER of→fromPREP studing→studyingSPELL . I afirm ,→confirmOTHER that the situation of disproportion of Females→girlsNOUN 2→toOTHER males→boysNOUN in universities should be changed , and , moreover , in every subject should appear→∅VERB only ∅→male or be admitted femaleOTHER males or only females→femaleMORPH ∅→studentsNOUN . This opinion could be presented→supportedVERB on→withPREP the example of special universities for males or females , which are wide spread→widespreadORTH in an→∅DET English speaking counties ∅→,PUNCT⚠️ a→andOTHER an→theDET educational level there is much higher ,→∅PUNCT⚠️ than in ∅→anDET average university . As a consiquence→consequenceSPELL , I 'd→wouldCONTR like to note ,→∅PUNCT✅ that the question of sexes→genderNOUN disproportion in universities is strill→stillSPELL open→validADJ , but , as for→in my point ofOTHER me→viewOTHER , this situation should be changed , in the way , of the whole ie section of mixed sexes universities .

{"id": 79}
The graph compares the number of people aged 65 and over in Japan , Sweeden→SwedenSPELL and ∅→theDET USA from 1940 to 2040 . According to the data presented→presented dataWO ∅→,PUNCT✅ the proportion of population aged 65 and over constituted nearly 5,5 % in 1940 ( 5 % , 5,5 % and 9 % in Japan , Sweden and ∅→theDET USA respectively ) . As far as ∅→can itOTHER can be judged according to→byOTHER the graph ∅→,PUNCT✅ the proportion of old people increased in Sweeden→SwedenSPELL and ∅→theDET USA from 1940 to 1980 , while there was a slight decrease in this catecory→categorySPELL of people in Japan . In accordance with the graph ∅→,PUNCT✅ the proportion of old people ∅→hasVERB:TENSE remained ∅→and will remainOTHER above 10 % between 1940 and 2020 and there is→will beVERB:TENSE a sharp increase in 2030 . In 2040 the number of population→peopleNOUN aged 65 and over reached→will reachVERB:TENSE a peak . Persuant to ∅→the investigation theOTHER investigation the proportion of old→elderyOTHER persons→peopleNOUN reached→will reachVERB:TENSE 27 % in Japan , 25 % in Sweden and 22 % in ∅→theDET USA in 2040 . To sum up ∅→,PUNCT✅ it can be clearly seen from the graph that population in three different countries has→willVERB:TENSE become older in 2040 than it used to be in 1940 .

{"id": 80}
It is agreed ∅→uponPREP by many people that equal numbers of boys and girls should study at Universities . However , others disagree . They insist that there should be no restrictions in→onPREP ∅→theDET number of male and female students in Universities→universitiesORTH . It seems to me that the proplem→problemSPELL deserves particular consideration . I agree that all people should have ∅→anDET acsess→accessSPELL to education , while I disagree with the idea that number of male and female students should be equal in every subject . The first aspect that should be considered is professions . Some of them require men→male specialistsOTHER , for example , the majority of pilots are male , while most of teachers are female , consecuently→consequentlySPELL there is no need in accepting equal number of students in every subject , because it does not collerates→correlateSPELL with labour required . Second→The secondDET aspect that have→hasVERB:SVA to be pointed out is students desire . It would be unfair to prevent some students from getting particular education just because ∅→theDET number of male and female students must be equal . If gorerments→governmentsSPELL insist→governmentsNOUN on doing so ∅→,PUNCT✅ the result will ∅→beVERB resentment and srinking→shrinkingSPELL productivity of Universities→universitiesORTH . And the last but definitely not least idea that need→needsVERB:SVA to be pointed out is the following : it is difficult for Universities→universitiesORTH to accept equal number of students because this process is too complicated and takes place in a very short period of time . To sum up , I believe that there should be no male or female restrictions for Universities→universitiesORTH in→onPREP ∅→theDET number of students ∅→of each genderOTHER in any subject . It contradicts with students wishes , labor requirements and Universities→universitiesORTH ' abilities . Such acceptment→acceptanceSPELL procedure is impossible to be operated . Implementation→The implementationDET of that requirement will not be effective and ∅→theDET number of male and female student is unlikely to become equal in every subject .

{"id": 82}
The problem of amount→the the the number ofOTHER girls and boys in educational organisations can be identified→noticedVERB in last years . One argument→point of viewOTHER is that there should be an equal percentage of men and women on courses . Honestly to say→∅VERB , it→ItORTH does n't→notCONTR mean for me→seemOTHER to be a great problem ∅→to meOTHER , and→∅CONJ so I can not fully agree with the presented opinion . Probably , such a suggestion is reffered→madeVERB by people to the point that→becauseOTHER the number of male→malesNOUN:NUM in our population declines→is decliningVERB:TENSE rapidly . On my course , for instance , there is→areVERB:SVA a→muchOTHER great deal of→moreOTHER girls than boys . However , we have on→∅PREP any→noDET difficulties with that . Males have the same opportunities for self - realization as females . Moreover , it should be pointed out that the ability to graduate ∅→fromPREP a university depends on human skills , but not ∅→onPREP a gender . What is more , people in our country have common conditions for passing exams to enter to→∅PREP any collage→collegeNOUN or university . It should be also→also beWO considered that the→∅DET accepting people according to their gender will mean a→∅DET discrimination under the conditions of our legislation ,→∅PUNCT⚠️ because in our Constitution every person have→hasVERB:SVA a right to a free education depending on their abilities . There is no registration→preferenceNOUN for males or females . To sum up , everything which→thatDET was previously mentioned should be taken into account . There is no doubt that any university should act according to ∅→theDET rules of states or international law and should not react ∅→to anything apart from itOTHER✅ .

{"id": 85}
The diagram presents the data about the percentage of people of→atPREP the age of 65 and more from the→∅DET 1940 to 2040 in three countries : Japan , Sweden and the USA . The x axis shous→showsSPELL the years while the y axis -→,PUNCT⚠️ percentage ∅→numbersNOUN . Both ∅→theDET USA and Sweden has→haveVERB:SVA almost equal percentage of retired people during ∅→theDET first 60 years ( about 10 - 15 % ) . Then the graphs start to vary and finally grow ap→upSPELL to 25 % . Japan , in contrasty→contrastNOUN to ∅→contrast other theOTHER other countries shows really low level of percentage people over 65 . After porpertual→perpetualSPELL flactuation→fluctuationSPELL from 3 -→toOTHER 5 % the level of old Japanese people dramatically→is to rise is toOTHER rise up to 30 % . To sum up , ∅→the periodOTHER 1940s-2020s see→showsVERB low percentage of old people in all three countries . But tendention→the tendencyOTHER is that→forPREP the level will→toVERB:TENSE permanently grow→grow permanentlyWO .

{"id": 88}
It has been suggested , that it would be better , if male and female students should be→wereVERB:TENSE separated by equal numbers for every subject . I strongly agree with this idea , but in some cases it could not be acceptable . First of all , a lot of scientific researchers→researchesMORPH in the sphere of man and women phichology→psychologySPELL exist , which prove the the fact of different understanding the same situations between mail→maleNOUN and female . Female can see some detales→detailsSPELL , that are hidden from males ' eye ; but women , as a rule , are too emotional , that does not allow them to analize→analyzeSPELL particular situations . Men in this matter are more sutable→suitableSPELL . Thus , the balance of male and female for every subject helps to find different points of view , and discuss the problem " from all sides " . Opposite , bodys→physical abilitiesOTHER of man and women differ from each other , men , as usual , are more phisically→physicallySPELL developed , that gives him→themPRON an opportunity to do things ∅→,PUNCT⚠️ which could not be done by women . So , according ∅→toPREP that , it is not compulsory to accept equal number of male and female students for subjects connecting with using a power . Therefore , the idea of acception→acceptingSPELL equal number of male and female students is rather new and interesting , moreover ∅→,PUNCT⚠️ it has a practical benefit in some cases . I think , that it will be great if this strategy were→isVERB:TENSE used by universities and schools , because it could ras→riseSPELL an important→importanceMORPH of→inPREP education sistem→systemSPELL and help to rise it for higher level . But unfortunately , I guess , it would be too hard to use it in real life by the spestor→spectrumNOUN of reasons .

{"id": 89}
The graph presents data about ∅→theDET proportion of population aged 65 and over in Japan , Sweden and the USA from 1940 to 2040 . To start with , in the first 50 years ( from 1940 to 1990 ) the changes of→inPREP this→theseDET proportions were rather similar in the USA and Sweden ( both of them increased on→toPREP =→aroundOTHER 7 % ) , while the same propotion→proportionSPELL in Japan fell ( from 5 % to 2,5 % ) . After that the percentage had various→and is predicted to have differentOTHER development→growthNOUN in the all→threeDET countries . As it is presented in the graph , there were no serious changes in the USA and this proportion→population sectorNOUN developped→increasedVERB on→toPREP the rage→rateNOUN of 15 % . Also , according to this comparison→WHENOTHER , the→? ThePUNCT⚠️ situation has→changes alsoOTHER changed→changesVERB:FORM in Sweden→∅OTHER . For instance , there was a growth to 20 % in 2010 and a slight decrease to 18 % ∅→is expectedVERB in 2020 . However , the amount→percentageNOUN of ∅→peopleNOUN 65 and over years old→years old and overWO people→∅NOUN has risen in Japan since 1990 . Taking all→everythingPRON into account , despite the fact that all countries have developped→developedSPELL differently the→theyPRON have one similar tendency : it→therePRON is a sudden growth of→inPREP this proportion ∅→expectedVERB in every country since 2030 .

{"id": 90}
In today 's world the problem of equalty→equalitySPELL of men and women in every subject in the university is rather topical . There are several opinions on this issue . On the one hand , it is believed that there is no matter→pointNOUN in acceptance of such→thisOTHER kind of equality . On the other hand , it is considered that these changes should be obligatary→obligatorySPELL accepted . To begin with , I am in favour of such ∅→aDET point of view that there is no neccesity in the→∅OTHER establishing of→∅PREP this→theseDET rules . Firstly , every knowledge and skills are developped→developedSPELL by everyone individually withought→withoutSPELL separation in→onPREP the base→basisMORPH of gender . What I mean is that there is no difference if you are a man or a woman ,→-PUNCT⚠️ your self development will be formed according to your individual features . For instance , professor A. Grigoriev has written in his book " Differences in development according to the sex " , that there are obvious differences between men 's and women 's development but it may be caused only by their attitude . Taking it into account , it will be a wrongful decision , if it is decided to organise such equalty→equalitySPELL . One more example of the wrongfulness of this position is an interview which was published in October in 2012 in the newspaper " Comsomolskaya→KomsomolskayaSPELL Pravda " . According to this social interview , there were formed different classification→classificationsNOUN:NUM of fields in which male and female are interested . For example , man→menNOUN:NUM are interested in hunting or cars ' repairing and women are interested in cooking and teaching , So→soORTH , the→∅DET establishing such equalities in universities will not give an opportunity to a huge amount→numberNOUN of people to do the things they want to do . However , there are people who oppese→opposeSPELL this opinion . Such people are usually try to fight for the rights of the→aDET certain gender . Unfortunately , in this fight they sometimes forget that their ideas can be rather stupid , unneccessary→unnecessarySPELL and→orCONJ unnormal→abnormalSPELL . Although it is very sagnificant→significantSPELL to defende→defendSPELL your rights , such type of changes in universities are unnecessary . According to the statistic→statisticsNOUN:NUM presented by ITMO , who→aPRON has→had such a people at hadOTHER such situation on the faculty of economics a lot of people→∅OTHER lost their study places due to this experiment and as a resulted→resultMORPH only few students who studied in these groups were satisfied with such situation . In conclusion , to my mind making→creatingVERB such equality will be a wrongful decision because there→itPRON is→doesVERB no→notOTHER matter whether you are male of→orSPELL female , a university should educate→provideVERB you ∅→with educationOTHER withough→withoutSPELL such→introducingOTHER ∅→anyDET separation→segregationNOUN . However , this topic is still very controversial .

{"id": 93}
The table presents information about ∅→theDET number of people in different age groups that work in ∅→different economicADJ sectors in ∅→theDET UK in 1998 and 2006 . It is shown by the table that there were four→FourOTHER sectors such as building , technology→four sectors observed in the survey , namelyOTHER , education→hotelNOUN and so on→catering are shown in hotel and cateringOTHER . It is clear from the table that in building→1998 and inOTHER sector→2006OTHER the biggest number of people ∅→who workedOTHER in 1998→the building sectorOTHER and→inOTHER 2006 worked→thoseOTHER in→atPREP the age of 18 - 25 ∅→,PUNCT⚠️ while the smallest number was observed in the age→groupNOUN of 56 - 65 . Similarly , in technology sector in 1998 and ∅→inPREP 2006 the maximum number of people worked→workingVERB:FORM in the age ∅→groupNOUN of 26 - 35 ∅→,PUNCT⚠️ and the minimum eas→numberNOUN the→were people of wasOTHER same ∅→ageNOUN as in building sector . At the same time , the table illustrates that in hotel and catering sector the most significant number of people→workersNOUN worked→wereVERB in→atPREP the age of 18 - 25 in 1998 . In contrast , in education sector the smallest number of people under→working in 1998 were atOTHER the age of 18 - 25 worked in 1998→∅OTHER . Overall , it can be seen from the table that the most considerable number of people in 1998→∅OTHER worked in education sector in ∅→1998 atOTHER the age of 46 - 55→education sector in 1998OTHER whie→whileSPELL in 2006 the biggest number of people was ∅→that were 26 - 35 year at old peopleOTHER occupied in technology sector in the age of 26 - 35→∅OTHER .

{"id": 95}
The table demonstrates the information regarding the number of people of different age who work→workedVERB:TENSE in certain spheres in the UK in the period of time from 1998 to 2006 . A closer look at the table reveales→revealsVERB:INFL that there is a tendency of decrease in the numbers of people working almost in all sectors , except technology . Interestingly , all the data→numbersNOUN in ∅→the area ofOTHER technology rose . Moreover , the biggest number of workers , that→whichDET is 454375 , has been registrated→was registeredVERB in this sphere in 2006 . The significant surge in numbers ∅→wasVERB:TENSE was ∅→also seenOTHER among people from 26 to 35 also→∅ADV in technology . The number there had changed by 2006 ∅→to about seven times as many workers -OTHER from 63889 to 454375 . As for education , the number of people under 25 ∅→working thereOTHER fell from 6388 to 4987 , whereas the number of people ∅→working there agedOTHER from 26 to 35 increased to 115476 . In→AtPREP the same time , the number of people→occupied thereOTHER from ∅→at the age ofOTHER 36 to 45 ∅→years oldOTHER remained steady . To sum up , there is a clear tendency in hotel & catering and building of decrease in numbers , while in technology we can see the rise in numbers ∅→,PUNCT⚠️ which can be explained by our modern type of life .

{"id": 96}
Nowadays , the knowledge of foreign language gives more opportunities . Children start to attend classes of foreign languages since→inPREP their early childhood . However , it is argued that→whetherPREP such an early age is appropriate→suitableADJ for study→studyingVERB:FORM of→∅PREP this difficult subject . In this case→If soOTHER , are there more advantages than disadvantages in learning ∅→a foreign / second foreign / secondOTHER language in primary school ? On the one hand , if a child starts to learn foreign language in primary school , ∅→"PUNCT⚠️ he ∅→/ she " / " they "OTHER can become an expert in this language in the future . Moreover , children get used to what they study for→overPREP a long period of time . Continuing this study , a child becomes→beginsVERB to speak fluently . On the other hand , children do not understand what for→∅PREP they have to learn ∅→a foreign aOTHER foreign language . Consequently , the study is likely to be inefficient in→atPREP this age . Nevertheless , a child ,→∅PUNCT✅ who enters the→aDET primary school ,→∅PUNCT✅ has no idea about the number of subjects he ∅→or she OR theyOTHER will have to study . In this way→SoOTHER , it is very tough for a child to study so much at first . However , I tend to think that the best way to learn ∅→a foreign foreignOTHER language is to start ∅→doingVERB it in the→∅DET childhood . One more reason for it is that it is more easy→easierADJ:FORM to teach children . What I mean is that children have a good memory and it can be enough to make lessons attractive and funny , so that children will be interested in them . To conclude , there were presented both points of view about the advantages and disadvantages of learning foreign languages at primary school . However , the advantages are→seem to beVERB:FORM stronger . Many more people ∅→"PUNCT⚠️ will ∅→supposedly agree " / " are known / supposed toOTHER agree ∅→"PUNCT⚠️ with that . That is why a lot of children nowadays start learning foreign languages so early . I believe that it yields better results .

{"id": 98}
Every parent at the current moment has realizing→realisesVERB that the competition for a future job ∅→isVERB:TENSE is increasing→gettingVERB significantly ,→harder ;OTHER this reason brings→inducesVERB the parent to think ∅→ofPREP as→theOTHER best as→∅PREP possible ∅→wayNOUN to prepare→provideVERB their children with the best skill→skillsNOUN:NUM to compete in future→∅OTHER for ∅→a successful job aOTHER successful job . On→OneSPELL of the most important things that should be prepared→thought of / studiedOTHER is the→aDET foreign language . It 's good , if a child can speak a foreign language , because it will be a beneficial skill for him to apply ∅→inPREP a future job in outside his home country . Some experts consider that teaching a foreign language for→toPREP children at→inPREP primary school is better than doing it in secondary ∅→schoolNOUN . However , in my opinion , there are advantages and→∅OTHER disadvantages ,→∅PUNCT⚠️ as well ∅→as advantages in itOTHER . Firstly , primary school is the→aDET place for children to develop their character→charactersNOUN:NUM . As we know , that the first→mainADJ duty of a primary school is building character , not skills . At this age , the children are→∅VERB:TENSE still need a lot of time to play and they should use their time in primary school for it . So , they should n't study a difficult subject . However , ∅→IPRON based→can sayVERB on→fromPREP my own experience ,→thatOTHER studying a foreign language such as English is→∅VERB:TENSE really pressuring→pressuresVERB:FORM my brain , I have to think ∅→about difficult materialsOTHER and remember hard about→∅OTHER the→themPRON materials→∅NOUN . In opposite→on the contraryOTHER , the children in secondary school are having→haveVERB:TENSE stronger capacity and mentality→mental potentialOTHER to study a hard subject like English . At secondary school , teaahers→teachersSPELL not→do do n'tOTHER need to focus on the→∅DET character building anymore , they could→canVERB:TENSE push the student to study on→∅PREP a more difficult subject than in primary school , because , at this age the student have→∅VERB already good→has a sufficientOTHER brain capacity to study ∅→aDET subject like English . In conclusion , I think that preparing→providingVERB the→∅DET children about→withPREP foreign language skill→skillsNOUN:NUM as soon as possible is a good decision , but we have to look ∅→at whether whetherPREP are children ready or not→or not children are readyWO for it . So ∅→, in my opinionOTHER , teaching ∅→aDET foreign language for→toPREP children at primary school is not a good choice , however , teaching foreign language at secondary school is the best policy .

{"id": 99}
The table provides information about ∅→theDET quantity of people of various ages working in different sectors in ∅→theDET UK in 1998 and 2006 . The diagram shows how much→manyADJ people were occupied by→inPREP each of ∅→theDET four spheres such→, namelyOTHER as→,OTHER hotel and catering , building , technology and education . According to the given data the quantity of people in different age groups working in these sectors varied . The greatest number of people between 26 and 35 years old in 2006 were occupied by→inPREP technology sector . It is remarkable that the number of people in building sphere was declicling→decliningVERB depending on the age . So that the elder→olderADJ ∅→theDET people ∅→olderADJ✅ the less→peopleOTHER its→theDET number was→fewer of them wereOTHER working there as→bothOTHER in 1998 as→andOTHER in 2006 . Concerning the education sector more→, THAN IN OTHER SECTORS OR THAN IN 1988 ?OTHER people worked there at the age of 36 - 45 in 2006 that is→, their number wasOTHER approximately equal to 125000 and just up→equalOTHER the number of people in this sector at the age of 46 - 55 in 1998 . A closer look reveals that people worked→who workingOTHER at hotel and catering had→didVERB not ∅→haveVERB the same trand→trendSPELL . The quantity of people occupied by→inPREP this ∅→sphere / sectorOTHER in 1998 was plammeting→plummetingSPELL depending on the age while in 2006 the number reached the pick→peakNOUN for people of 36 - 45 ∅→yearsNOUN years ∅→,PUNCT✅ which was more than 20000 . Overall , the trands→trendsSPELL in different sectors were various→differentADJ in 1998 and 2006 in ∅→theDET UK . However ∅→, in both yearsOTHER , to→withinPREP the 56 - 65 years→age groupNOUN ∅→theDET number of people occupied by→inPREP these→the named fourOTHER spheres was lower than for→within the group(s ) ofOTHER younger people .

{"id": 100}
The better→bestADJ age for children to begin to study foreign languages has been argued for many years . Some people believe that it is worthy→suitableADJ to start earlier ∅→,PUNCT⚠️ at primary school . However , others argue that beginning to learn other languages at secondary school is ∅→aDET better decision . So , this issue is going to be discussed underneath . It is generally believed that the knowledge we ∅→haveVERB:TENSE got in the→ourDET childhood is better remembered→remembered betterWO . The same thing ∅→can be said about /OTHER is with→true forOTHER languages . At the→∅DET primary school it is easier to learn something new . Moreover , organism of→children 'sOTHER kids→childrenNOUN is more flexible and they can be learned→learnVERB:TENSE the right accent and grammar faster than elder→olderADJ people . For instance , scientists ∅→haveVERB:TENSE proved that children under the age of 12 can be taught almost everything because ∅→of the qualitiesOTHER of their minds . Furthermore , if ∅→a foreign a foreignOTHER language has been→wasVERB:TENSE learned before 12 years old , the man→personNOUN can become bilingual person→∅NOUN . Nevertheless , some people consider that→∅PREP it is→to beVERB:FORM better to begin leaning ∅→aDET foreign language at secondary school rather than at the→∅DET primary school . They suppose that a child should learn his or her own language well→properlyADV before commencing→beginning / startingOTHER to be taught to→∅PREP other languages . What is more , they think that two or more languages can mix ∅→upPART in the mind ∅→,PUNCT⚠️ what→whichPRON causes→can causeVERB:TENSE the→aDET trauma for a child . However , languages present cultures . So , the child who started to learn ∅→aDET foreign language earlier can be considered as ∅→a broadOTHER broaden→broadMORPH - minded ∅→personNOUN . As a result ∅→,PUNCT✅ these children have better communicative→communicationMORPH skills . To sum up , I would like to say : " So many men , so many minds " . Parents should decide what is more convenient for their child and when he or she should be taught foreign language→languagesNOUN:NUM . However , personally , I suppose that it is better to begin learning ∅→foreignADJ languages as earlier→earlyMORPH as possible , for example , at the primary school ∅→levelNOUN . To my mind , under these conditions children better understand→understand betterWO the sense→featuresNOUN of ∅→featuresNOUN language and→the languageOTHER even the culture of ∅→the theDET country where people speak it .

{"id": 101}
The table below illustrates the changes which took place in allocation of manpower ∅→and are now sortedOTHER by age among four sectors of the economy→economicsMORPH of the United Kingdom between 1998 and 2006 . According to the data for 1998 , the employment in the educational sector predominated above→overPREP all ∅→theDET other sectors . On→inPREP descending order , the next place belongs to the building sector ,→without commaOTHER followed by the technology sphere ,→without commaOTHER and the lowest place took→was takenVERB:TENSE ∅→byPREP the hotel and catering service . Although in the oldest age group the least number of people belonged to the technology sector . Besides that , the most noteworthy fact about 1998 is that in the dominant ∅→sector , theOTHER sector of education ∅→,PUNCT⚠️ the biggest amount of employees were in a mature age and reach→reachedVERB:TENSE maximum in the baud→bandNOUN of 45 - 56 years old , meanwhile as→whereasOTHER in all→∅DET of→theOTHER her→otherOTHER sectors the biggest amount→youngest or the nextOTHER of→youngOTHER people→groupNOUN accounted for the youngest or next→biggest amountOTHER young→ofOTHER group→peopleNOUN by age . In 2006 the amount of people engaged in the technology area soared in hundreds of times . Thus it took a predominant position above→overPREP all ∅→theDET sectors referring to the first three age group→groupsNOUN:NUM and reached the maximum amount of employed people in the band of 26 - 35 years old . As for the last two biggest age groups , the educational sector saved its dominant position .

{"id": 105}
The table illustrates the situation on→withPREP ∅→theDET most needed→wantedADJ parts of job market . First of all , let ∅→usPRON take a look on a→theDET situation in ∅→theDET sector of hotel and catering ∅→,PUNCT⚠️ we can see a tendency of downword→downwardSPELL interests→interestNOUN:NUM of younger people ∅→agedVERB 18 - 25 in this sphere . in other ages→age groupsNOUN the level→quantityNOUN of workers ∅→is gradually growingOTHER from 26 to 65 years old is gradually growing→in this sphereOTHER . In building sector we can see ∅→thatPREP the number of interested people are plummefed→plummetedVERB - in 1998 the amount of people from 26 -→toOTHER 35 , who were involved in building was 79607 and in 2006 it becomes→becameVERB:TENSE 46409 and we can notice this situation in→concerningPREP every age . Thirdly ∅→,PUNCT✅ in technology we can see an extremely→extremeMORPH increasing ∅→ofPREP the level of people that working in that→∅DET areas→areaNOUN:NUM was→; it it hadOTHER growing→grownVERB:FORM over 70 percent -→wasOTHER 454375 people from 26 to 35 , 193520 people from 56 to 65 and ofcourse→of courseORTH ∅→the number ofOTHER young people -→wasOTHER✅ 187600 . In education ∅→sectorNOUN✅ we see ∅→anDET absolutely different situation from technology part ,→;PUNCT⚠️ the level of people who are→wereVERB:TENSE interested in education is→wasVERB:TENSE gradually→gradualMORPH ∅→, butOTHER tall , only the level of teachers from 26 to 35 years old are→wasVERB:TENSE in approximately ∅→the sameOTHER level . In conclusion I want→would likeVERB to summarize some tendencies . Firstly , the most interesting→popularADJ sector in 2006 is→wasVERB:TENSE technology , there we can see an extremely→extremeMORPH growing→growth of the number of workers at the ,OTHER by contrast ∅→,PUNCT⚠️ the most uniterested→unpopularADJ sector ∅→whichDET is building . In sectors hotel & catering→ofOTHER and education the amount of workers are→wasVERB:TENSE fluetuafed→fluctuatedSPELL .

{"id": 106}
Nowadays we are living in the era of communication . The best way→meansNOUN of communication is languages→languageNOUN:NUM , usually we study not only ∅→ourDET native language→oneNOUN , but also ∅→aDET foreign language . That 's why studying of→∅PREP foreign languages→languageNOUN:NUM is on the most needed→necessaryADJ subjects . Most people ∅→areVERB sure that the studying→studyMORPH of foreign language is better ∅→toVERB:FORM begin in primary school , other→othersNOUN:NUM believe that it is better ∅→to be doneVERB in secondary school . To my mind , the best way of studying foreign language is in→beginning it atOTHER the age of 6 - 7 . According to scientists ∅→,PUNCT✅ in→atPREP the age from 6 to 10 we have the maximum of ability to remember ∅→thingsNOUN . When→I remember that whenOTHER I was in primary school I remember that→∅OTHER I learned about 50 per cent from→ofPREP my vocabulary . More→MoreoverOTHER over→,OTHER it ∅→isVERB easier to study ∅→aDET foreign language ∅→at this ageOTHER , because in this step of education children ∅→have already haveOTHER formed the system of language from→based onOTHER his→theirDET native language , which are→isVERB:SVA ∅→anDET obligatory study on ∅→theDET primary level . On the other hand , the study of ∅→aDET foreign language is ∅→aDET hard work , especially for children . Sometimes you really tried→need great tryOTHER to study , for example , grammar or other→anotherDET difficult part of language . Also ∅→,PUNCT⚠️ many children are loosing→losingVERB the→theirDET interested→interestMORPH to→inPREP foreign language after→∅PREP 3 month→monthsNOUN:NUM from begging→after the beginningOTHER . In conclusion , I want→would likeVERB to say that all ∅→theDET disadvantages of studying foreign languages in primary school are temporary and most of them are not so great , as many thinks→thinkVERB:SVA . As we all know ∅→,PUNCT✅ the most interesting and valuable things are always→usuallyADV difficult , and children also think in this way , but with greater enthusiasm children happiness , good qualificated teacher ,→qualified ? ?OTHER who are understanding→understandsVERB:FORM that they→theirDET students is→areVERB:SVA children .